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Twenty One Primary School Assemblies

Elementary, Middle

Description

This resource provides guidelines for running a purposeful primary school assembly based on ESD themes for special occasions throughout the year.  Assemblies will be based on: New Year's Resolutions, Martin Luther King Day, Holocaust Memorial Day, Hero Day, Mother Language Day, World Thinking Day, World Book Day, International Day for the Elimination of Racial Discrimination, Spring Equinox and Earth Day, World Water Day, World Health Day, Fair Trade/World Environment Day, World Day Against Child Labor, International Day of the World's Indigenous People, World Teachers' Day, Universal Children's Day, International Day of Disabled Persons, Human Rights Day.

Students will:

  • discuss New Year's resolutions and hear the story of Joseph from Sudan and his resolution to attend school.
  • participate in dramatic representations
  • learn about the resources offered by Unicef during natural disasters.
  • participate in a simulation of prejudice based on eye color.
  • learn about and celebrate the life of Anne Frank.
  • discuss the impact of bullying on students.
  • discuss what is needed to stay healthy.
  • create human rights that they think are important to everyone.
  • analyze the rights depicted in the story of Cinderella.

General Assessment

Strengths

  • This resource is well laid out and easy to follow.
  • The resource includes a variety of age appropriate case studies.
  • The resource provides opportunities for students to clarify their own values.
  • The resource presents issues in creative ways for students.
  • The resource provides engaging visuals for students.

Weaknesses

  • Students do not take part in authentic action experiences as part of the core resource activities.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Drama
      • Social Studies
        • Step 4Relevant matches
        • Analyzing diverse worldviews and experiences fosters our ability and willingness to live well together
    • Grade 3
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Drama
    • Grade 4
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
        • Drama
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
        • Drama
  • Manitoba
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
    • Grade 1
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      • Arts
        • Step 4Relevant matches
        • Arts: Drama
    • Grade 2
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      • Arts
        • Step 4Relevant matches
        • Arts: Drama
    • Grade 3
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      • Arts
        • Step 4Relevant matches
        • Arts: Drama
    • Grade 4
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      • Arts
        • Step 4Relevant matches
        • Arts: Drama
    • Grade 5
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      • Arts
        • Step 4Relevant matches
        • Arts: Drama
    • Grade 6
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      • Arts
        • Step 4Relevant matches
        • Arts: Drama
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
    • Grade 8
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      • Arts
        • Step 4Relevant matches
        • Arts: Drama
  • New Brunswick
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    • Grade 1
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • You and Your World:Groups
  • Newfoundland & Labrador
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 1
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      • Arts
        • Step 4Relevant matches
        • Arts Education 1 : Drama
    • Grade 2
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      • Arts
        • Step 4Relevant matches
        • Arts Education 2: Drama
    • Grade 3
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      • Arts
        • Step 4Relevant matches
        • Arts Education 3: Drama
    • Grade 4
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      • Arts
        • Step 4Relevant matches
        • Arts Education 4: Drama
    • Grade 5
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      • Arts
        • Step 4Relevant matches
        • Arts:Drama
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 1: Age Appropriate Action
  • Nunavut
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    • Kindergarten
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    • Grade 1
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    • Grade 2
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    • Grade 4
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    • Grade 5
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      • Arts
        • Step 4Relevant matches
        • Arts Education 5: Critical/Responsive
    • Grade 6
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    • Grade 7
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    • Grade 8
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  • Ontario
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
    • Grade 3
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
    • Grade 4
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
  • Prince Edward Island
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    • Grade 1
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Interactions: Groups
  • Quebec
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama: To interpret short scenes
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama: To interpret short scenes
    • Grade 3
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama: To interpret short scenes
    • Grade 4
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama: To interpret short scenes
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama: To interpret short scenes
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 1: Creative/Productive
    • Grade 3
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 3: Critical/Responsive
    • Grade 4
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 4: Creative/Productive
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 5: Critical/Responsive

Themes Addressed

  • Citizenship (1)

    • Community-Building and Participation
  • Human Rights (4)

    • Cultural Diversity
    • Education
    • Poverty
    • Refugees and Immigration

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
  • This resource presents a brief overview on an abundance of different topics.  Students are introduced to a variety of perspectives.
Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good
  • The assembly themes introduced in this resource offer excellent starting points to discuss the  multiple dimensions of problems and solutions for 21 important issues.
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Satisfactory
  • The complexity of issues is addressed as much as possible given the assembly format of these lessons.
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory
  • The assemblies do not include action experiences.
  • Opportunities for action are offered as extension activities.
Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good
  • Students have some opportunities to connect with the Earth and non-humans based on the topic of assemblies.
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory
  • Some but not all of the activities and assemblies presented pertain to American holidays.
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good
  • Some of the case studies provided include issues with great historical significance.
  • Some discussion includes the impact of the present on the future.
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good
  • Assemblies are geered towards teaching specific outcomes to students and are structured so that students develop a specific understanding about the issues being presented.
  • Students are given opportunities to clarify, brainstorm and discuss. 
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Opportunities for interdisciplinary learning are presented and discussed.
  • Further connections to the issues addressed would need to be explored within a classroom setting.
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good
  • Activities presented will address the unique learning styles of many different students.
  • Differentiated instruction method are not explicitly addressed. 
Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered
  • Assessment practises for assemblies are not addressed.
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good
Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory
  • The assemblies are largely teacher directed with limited opportunities for students to choose elements of their own programming. 
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.